This handbook has been developed specifically for Save the Children programme staff, implementing partners, and practitioners supporting education programmes in any context – development, emergency, or protracted crisis. The Inclusive Education Working Group (IEWG) recognized that inclusive education begins with the work being done by education staff in the field, and designed this handbook specifically with them in mind. Guidance has also been structured along the project cycle, so that it may be useful to programmes regardless of their current stage of implementation. This handbook is designed to provide guidance through the different attitudes and barriers that could be causing educational exclusion, as well as to identify key strategies to address them. The project steps are situational analysis, programme design, implementation design, implementation and monitoring, and evaluation and lessons learnt. Case studies presented include: community-based EMIS in Tajikistan; designing for gender equality in Sierra Leone; probing questions lead to deeper analysis and improved programmes (in Uganda); education in emergencies (in Syria); school self-evaluation in Lao PDR. Quick reference charts and further resources are offered for each step
This advocacy briefing paper presents key information about the inclusion of children with disabilities in the education system. It highlights key facts, gaps in the provision of an equitable education system, the benefits of inclusive education and legal policy and frameworks. It outlines practical steps can be taken by education actors at different levels and suggests ways to measure progress
Advocacy briefing paper
This newsletter contains a variety of articles about inclusive education in several countries around the world. The topics focus mostly on funding, managing and sustaining inclusive education; engaging and empowering beneficiaries in finding solutions; facilitating parental and child involvement and early childhood education
Enabling Education Review, issue 4
"This HEART Topic Guide brings together evidence on what works in inclusive learning for children aged 3 to 12 years with disabilities and/or difficulties in learning in low and middle income countries, and explores the role of inclusive approaches in contributing to inclusive societies and ultimately inclusive growth. The Topic Guide addresses some of the contested and debated issues around terminology, labelling, and segregated, integrated and inclusive schooling; reviews the limited evidence that exists from low and middle income countries around the outcomes of inclusive learning; and identifies future research directions"
Note: This resource is available in both pdf and online formats
“This publication set is a series of five guides designed for anyone who wants to do advocacy to bring about improvements in pre-service teacher education towards more inclusive education. They discuss challenges and barriers to inclusive education in different areas of teacher education and outline ideas for advocates to consider and adapt according to their specific contexts for effective advocacy towards more inclusive practices.” The five guides promote inclusive teacher education outlined in introduction, policy, curriculum, materials and methodology booklets
This is a report of the Open Ears to Learn project, which was implemented to include hearing impaired children in mainstream schools by increasing their learning participation. The children were identified by screening them for hearing loss and subsequently providing them with hearing aids and making appropriate referrals to special schools where necessary. Children known to have a sight impairment were included in the screening. The project, which was implemented in Mongu , Senaga and Kaoma districts of Western Province in Zambia, also included sensitisation for teachers on the needs of hearing impaired children
The guide outlines useful principles for an inclusive emergency education approach, provides advice for strategies and actions at key stages of an emergency, offers advice on dealing with challenges, and highlights what support emergencies' education staff should expect from their organisations. It is aimed at anyone working to provide, manage or support education services in emergencies, and complements the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction
This updated toolkit consists of 10 booklets each containing tools and activities for self-study to start creating an inclusive, learning-friendly environment (ILFE). Some activities ask readers to reflect on what their school is doing now in terms of creating on ILFE, others guide readers in improving their skills as teachers in diverse classrooms.
The toolkit includes three specialist booklets focusing on including learners with disabilities, positive discipline, and teaching large classes.
The toolkit aims to assist teachers to acknowledge the diverse range of backgrounds amongst students and to build on the strengths of the children. It can be adjusted to the specific needs of each school, classroom and child and should not be read as a 'recipe book'.
The booklets are easy to read and contain tables, illustrations, checklists and examples to illustrate the application of inclusive schools.
Specialized booklet 1: Positive discipline in the inclusive, learning-friendly classroom : a guide for teachers and teacher educators
Specialized booklet 2: Practical tips for teaching large classes: a teacher's guide
Specialized booklet 3: Teaching children with disabilities in inclusive settings
Booklet 1: Becoming an inclusive, learning-friendly environment (ILFE)
Booklet 2: Working with families and communities to create an ILFE
Booklet 3: Getting all children in school and learning
Booklet 4: Creating inclusive, learning-friendly classrooms
Booklet 5: Managing inclusive, learning-friendly classrooms
Booklet 6: Creating a healthy and protective ILFE
Every child with disability has a right to education. In the Biwako Millennium Framework, inclusive, barrier free and right based society is emphasised. Various acts and policies have led to programmes towards inclusion in India. Yet, only 3 to 4% of children with disabilities have access to education with or without support services. There is an urgent need for providing competencies at various levels. For inclusion to be successful, education has to be with one government department rather than the divided responsibility among departments, as it is now. Positioning of human resources suitably to meet the educational needs of children with disabilities, adapting of curriculum, evaluation and feedback are imperative for optimum use of existing resources. National institutes have a major role to play in enhancing inclusion. Educating children with mental retardation has to be done keeping in mind their limited intellectual ability levels
This resource book, developed in Sri Lanka, aims to support teachers to develop the knowledge, skills and attitudes to enable them to include children with disabilities in pre-school, early childhood development settings. Chapters look at supporting children with specific impairments as well as working with parents, communities and referral systems
These materials are an in-service teaching training course for mainstream primary school teachers. They cover types of disability, disabled children's rights and advice on how to include disabled children in the classroom. This course is based on the UNESCO ‘Children with Special Needs Teacher Education Resource Pack’, and materials developed by the Spastic’s Society of Tamil Nadu in India, Voluntary Service Overseas and Kampuchean Action for Primary Education, which have been simplified and adapted. While prepared for use in Cambodia, this resource offers useful, easy to adapt materials to other contexts
Many governments are in the process of developing National Plans of Action to implement the UN Convention on the Rights of the Child. This document is intended to present suggested guidelines for how to include the rights of disabled children into action plans in a way that promotes and protects inclusion
Booklet 1 describes what is an inclusive, learning-friendly environment (ILFE) and what are its benefits for teachers, children, their parents and communities. It also will help to identify the ways in which a school may already be inclusive and learning-friendly, as well as those areas that may need more improvement. It will provide ideas about how to plan for these improvements, as well as how to monitor and evaluate the progress
Booklet 2 describes how to help parents and other community members and organizations to participate in developing and maintaining an inclusive learning-friendly environment (ILFE). It gives ideas about how to involve the community in the school and students in the community. It will help identify in what ways this is already going on, and it will offer ideas for involving families and communities even more in promoting and developing an ILFE
Booklet 3 will help individuals working in schools understand some of the barriers that keep children from coming to school and what to do about them. The Tools are presented in a building block fashion (step-by-step), and they contain ways of including traditionally excluded children that have been used widely and effectively by teachers throughout the world. These Tools, will enable the reader to talk with other teachers, family and community members, and students about what conditions may be pushing children away from learning. They also will be able to identify where the children live, why they are not coming to school, and what actions can be taken to get them in school
This booklet will help the reader to understand how the concept of learning has changed over time as classes have become more child-centred. It will give the reader tools and ideas about how to deal with children with diverse backgrounds and abilities that attend aclass, as well as how to make learning meaningful for all
This booklet will give the reader tips about managing diverse classrooms. It explains how to plan for effective teaching and learning, how to use resources effectively, how to manage group work in a diverse classroom, as well as how to assess students' progress and thus the reader's own progress
This booklet will help the reader to begin to develop an effective school health and protection component. It pays attention not only to what is happening in classrooms and how far lessons plans have progressed, but also to: finding opportunities to include health promotion in everything done by schools and with communities; focusing on strategies that are feasible to implement even in the most resource poor schools and those located in hard-to-reach areas; creating effective partnerships between teachers, parents, students, health workers, and community members to get necessary resources and support; and increasing children's awareness and participation in solving health and protection problems that are relevant to their lives
This paper presents the Mozambican national education policy which defines basic education as a universal right. The strategy is to raise awareness of diversity throughout the education structure. Activities consist of short capacity building courses for provincial co-ordinators and teachers in pilot inclusive schools
These guidelines are primarily aimed at education staff who want to develop inclusive education practices, focusing on including disabled children in schools. It is also useful for community groups and NGOs and those working in CBR who need to provide input into inclusive education work; and is relevant to readers working in out-of-school situations.
The book builds on Save the Children’s experience prior to 2002. Subsequent experiences are documented in ‘Making Schools Inclusive' (2009)
Source e-bulletin on Disability and Inclusion